8/29/2021
Topic:
Students With Disabilities
Kiley Hingle
|
I had an Access student who had a Traumatic Brain Injury. He had to wear a helmet to protect his head should he have seizures in class. He could do basic motor skills, use simple art tools, and follow step by step with assistance. No creation/creativity on his own. Couldn’t recall information. However, was excited and enjoyed participating in art projects. I was severely limited in what I could ask of him overall. We came up with fun and engaging projects for him regardless and he was always so proud of what he had done at the end of the period. |
8/31/2021
Topic:
Tools and Strategies
Kiley Hingle
|
2. In my classroom, I could use Graphic Organizers, specifically Cornell Notes, to aid my students in their note taking. If I post guiding questions for their notes before lecture, they could list these on the left column. Then, during lecture, they can listen for the answers to these questions and jot them down as we discuss them. We could even spend a few minutes at the end of the period going over the questions to ensure that all of the student have the information correctly in their notes.
I could also incorporate Self-evaluation and Reflection. This is inherent in the artistic process already so continue to build this skill in my students will allow them to become independent and grow as thinkers in my room. I could use a gradual release of responsibility with this strategy so that they understand how to effectively become self-evaluative and reflective on their work. I would model the behavior I'm expecting from them and guide them through the process, each time releasing the steps more and more into their own hands. |
9/3/2021
Topic:
Assessment of Learning
Kiley Hingle
|
I had a student who needed more support throughout the process of our projects. He would check in with me every day a few times to be sure he understood what he was supposed to be doing at that time. We worked out cues for how and when he could handle these moments and his need for reassurances. In testing situations, he would sit near me so that he could continue to ask for clarification without disrupting other students. This worked out really well for him. As the year progressed, he became more confident in my room and asked for clarification less and less. |